Student Teaching Practicums in Early Childhood Education Cooperating Teacher Mid-Term Assessment Part 1: Core Abilities NWTC and our Barly Childhood program have made a commitment to ensure that students who are working on their associate degree in our program meet not only academic standards but standards that reflect professional actions, responsibilities and behavior that are important to prepare students to enter the workforce. In adltion to your evaluation of the practicum student on the Mid-Term and Final evaluation, please evaluate the practicum studeat on her/his performance of each ofthe “ore abilities" oa the Core Ability Rubric. Core abilities are the “soft skills” that employers have identified as crucial to an employee's successful on-the-job performance, Please complete the attached Core Abilities Rubric about midway through the semester ~ the same time as you complete the Mid-term Evaluation, Send itt me in the postage paid envelope along with the Mid-term Evaluation. Then complete it again at the end ofthe semester when you complete the Final Evaluation, ‘Thank you! ‘Under each of the seven Core Abilities isa bulleted list of behaviors and characteristics to assess the student's achievement in each ofthe Core Abilities. Indicate with a Ves or No ifthe student has shown evidence of each behavior. ‘Then use the following point scale to rate the student's performance on cach of the seven Core Abilities: 2 All or most of the components ofthis core ability is being performed 1 Some of the components of this core ability is being performed (0— None of the components ofthis core ability is being performed Student Name Katy fle Brows Practicum # ys aT Competing Fach Smtr (Ln fin Sit meet hp q Evidence of Performance of the Core Ability Yer No ‘Communicate | Communicates to cooperating teacher the NWTC ECE cffectively program's expectations of practicum student performance. v Uses Standard English in ll communieatons (emai, phone, [= | discussions, assignments and at practicum sie). ‘Asks relevant questions and engages in reflective discussion | ‘with cooperating teacher about children, classroom routines, — |, activites and teaching duties ‘Uses active listening skis with children, families and sai at practicum site. a © Uses appropriate verbal and non-verbal techniques to | communicate effectively with children a practicum si > Asks for clarification and communicates concerns with cooperating teacher. > Is eenly and conden in communicating with Taiies and Z staf at practicum sit = Orfers answers, ideas, and commenis to problems and questions posed in class or discussions. at = Writen work is completed according to expecations fore course and conveys though, ideas and information clearPoints earned ‘Comments on how the stadent has or has not demonstrated the ability to communicate effectively: Faby isaluays realy for her He In the Classroom. Very prepared With notes to Familves, Nos a vworttea schedule of whan she Li} be at proch cum site, Think critically and creatively Points earned + Applies basic child development principles to work at practicum site Wa '* Sensitive in choosing appropriate ies to observe and record, and to participate and help in classroom activities, \ * Able to adjust environment, activities, teaching strategies and responses lo meet the needs, abilities snd interests ofthe fie children. ‘Able to brainsiorm with cooperating teacher regarding teaching strategies. classroom duties and child issues “ ‘+ Performance inthe classroom demonstrates understanding and | application best practices in early care and education. ¥ ‘© Takes risks in attempting activities with children and in ront of adults, es ‘© Able to observe children objectively and make interpretations that are accurate and based on knowledge of development and | ofthe child ‘Comments on how the studeat has or has not demonstrated the ability to think and ereatively: faly Knows when not to intruph the childrens Play and just watch and fake notes. Only ebddgpd infrupt wher neaded, She engages with Ye chi ldrey and adds new ereafive ideas to tere ploy. ally Boive problems sffectively ‘* Attends to problem situations as they occur and avoids procrastination, = Uses various resources when solving problems, © Uses cooperating teacher andor instructor to relate problem or dilemma and seek solutions ‘Asks questions when necessary and does not dwell on oa AIA BIS problem for 109 Jon‘Comes on ow te Nude has orhas pot demons he abil to solve problems ctieairay Maly hos come to me and said she has a deadline on an assignment and wants te worl Joqether Gor her to reach the deadline Work cooperatively professionally Points earned ‘+ Works well as part of a team with cooperating teacher and other staff at practicum site; ready to perform specific daily duties 7 such as preparing, presenting, or leaning up afte eating, activities, or play X = Adberes to NAEYC Code of Ei confidentiality, fulfils responsibilities to children, staff, program and families). ‘Conduct (maintain ‘work assigned by NWTC instructor. > Tsprepared, organized and carries out activities and tasks as wx ‘> Consults with cooperating teacher in planning the activities and perating: planning ae planned. ia + Is considerate of program and stalin making decisions regarding utilization of resources at practicum site; plans projects, assignments and activities to minimize waste at practicum ste ‘Comments on how the stadeut has or has not demonstrated the ability to work cooperatively and professionally: Faby ts very organized. She has asked when a Good Mime fs Yo do aetisties and has asked TE projectjactivity is a geod idea for dhe Kids. Points ar ea 0 Ts courteous and respectful to childrea, Ts courteous and respectful o adults (cooperating teacher, other staff, and families) | ‘Is non-judgmental and values self and others, ‘Demonstrates empathy, respect and honest + Encourages, values and appreciates ALL viewpoints (including those of children, families and staff at practicum sit) AISA | ‘> Employs culturally sensitive language and nonverh ‘comimunication appropriate for the sting. ‘Comments ox Sow he det sors nt case a iterences and abies Has gotten to Know each chi fand 4eocher ia classrecm, Faly regeqnins each child as Snbisibual and is staring Jo 542 hair personal eds ing individualDemonstrate personal ‘accountability Points earned ar ‘+ Comes to practicum site prepared (notebook, activities, materials required, et) ‘* Arrives to every student teaching on time and stays the whole time and comes back fom breaks on time, ‘= Follows directions given by cooperating teacher and completes assigned tasks as requested, ‘+ Shows initiative at practicum site ‘> Adheses to cooperating teacher’s schedule and helps to keep schedule on track as expected. Gives advanced notice of missing student teaching for unavoidable situations, ' _Adheres to center policy rules and regulations regarding dress, ‘conduct, and communication at practicum ste. Utilizes appropriate skills necessary for working with young: children, SISTA IS INSIS IS, ‘Comments on ow he soda has or snot demonstrated personal accountabiig? Katy ts always onvime ready to work. Demonstrate community and global accountability Points earned o4 + Enploys culturally sensitive language and nonverbal B communication appropriate for work setting v ‘+ Expresses sensitivity towards and respect for the complex range ‘of people including bilities, ethnicity, gender, social class, Ue religion, nationality, and age. © Considrate ofthe world view of staff and families i practicum site and the larger communi ts + Isapostive representative of NWTC and the Early Childhood | ~7 Education program, ‘Comments on how the student has or has not demonstrated community and global accountability: Vraty ts always including each child in her play erackvty. She reaches out to Fhe child who might be playing Further away Grom he rest oF the Kidsand starts playing with Moat child which then all the ehidten come Over Vo play area ‘Total pointsPart 2: Performance Evaluation ‘The following evaluation form has two ways to rate or score the student. There are 6 performance areas in which to score the student. Each area is worth 5 points, forthe total evaluation score of 30. The scoring scale is as follows: ‘Scoring Criteria for each performance a (0 Never met: student does not show any siengths or exhibits undesired behaviors 1 —Rarely met: sudent very rarely exhibits strengths in this area 2 Occasionally met: student shows emerging skills inthis area 3 Inconsistently met: student shows some skills in this area, but not often 4—Frequently met: student shows good skills in tis area, but hasn't yet become fully competent ‘5 Fully mets student shows mastery in this area Within each of these performance areas, ae lists of behaviors that show competence inthe area. Asa ‘guide to scoring the student, use the quick checklist to indicate whether the stndent exhibits the desired behavior ina satisfactory manner. The rating scale for the checklists Rating Scale for each behavior: += Particular Strength += Competent ¥-=Developing | - = Unsatisfactory 2=NotSure or Not Observed N/A = Not Applicable for this Setting 1. Personal Characteristies Rating Seale for each behavior: ++ = Particular Strength ‘ompetent_ V'= Developing -= Unsatisfactory 2 = Not Sure or Not Observed N/A = Not Applicable for this Setting 4. Good personal grooming 3H Dressed neatly and professionally (clothing suitable for siting on floor, playing with children, with no rips or tears, no cleavage showing or bare midsection, etc.) Ht Warm and friendly manner (smiles, greets children and adults, is approachable) 4 Gentle and relaxed (not rough, burried, frantic or ivtable) 44 Maintains confidentiality regarding children, families, staff and center. [UL Responsive to suggestions for improvement and willing to try something new, rk making mistakes, or failing : Personal Characteristics Score? Co aa eG (Comment on ares of student stengih and areas needing improvement 2. Health & Safety Rating Seale for each behavior: += Particular Strength += Competent ¥'=Developing = Unsatisfactory. 2 = Nat Sure or Not Observed N/A = Not Applicable for this Setting EL Washes hands when appropriate, using effective techniques (upon arrival and coming in from outside, before and aftr food preparation and diapering, after wiping noses or assisting with toileting, after tovching pats, etc.) +44 Assists children in good hygiene practices (helping with handwashing, toileting, nose wiping, ee.) Recognizes safety hazards in environment (uncovered outlets, open stairs, cleaning supplies accessible tochildren, etc)14 Awareness of potential safety concerns (aware of and anticipates potential problem situations and moves lo prevent) \LL Positions self both indoors and outdoors to observe and ensure safety of childsen 2b Acts to minimize hazardous situations (moves near children who are in conflict, remind children to follow rules, “feet on the floor”, “walking fee”, etc) Knows classroom rules and helps children fllow them 4} Reports accidents or injuries to cooperating teacher Understands emergency procedures and follows them when needed Recognizes signs of health problems; takes ation of reports to cooperating teacher 6 ‘Health & Safety Score: 0c ATT ‘Comment on areas of student strength and areas needing improvement: ating Sele fr ech behav ‘ScFaronarstength = Compsent_¥=Deveoing $iRarSereor Not Obeved NA Not Appa or ths Sting J Septic snd puna in tenance So Ci oriciena tf ter are ete em “EE Acces spose age by cpg ate ncdng mesa bt cesar ds ‘HE Shows inven esting th iy ces pr wh nal ches my swith Sapeing tg. etn en ning ea reper nlm pea mde Silent uportal.) 44. Pepa mcd ops ble ac AY Is well organized = Rw pln esse jt ee, lay cae oo Ieauny ccnp posal fens ppeac plore) Nap city Nansps lan opt vies an envroanent sve nae Initiative & Organization Score: ee ea ‘Comment on areas of student strength and areas needing improvement: 4, Interactions with Children Rating Seale for each behavior: ++=Particular Strength += Competent jeveloping - = Unsatisfactory {7 =Not Sure or Not Observed N/A = Not Applicable for this Setting At Warm, friendly and appropriately affectionate with children (smiles, touches, hugs, etc.) AE Attentive to children’s needs and interests (listens, watches sits in proximity to children, responsive to theie verbal and non-verbal cues) 444 Sensitive to children’s individual and special needs SHE Balances directing activities with following children's lead in play44. Encourages children’s independence and mastery (development of self-help skills such as handwashing, cating, unesing, seo ang mater te) 2-4 Speaks appropriately to children (at children’s level, uses eye contact, appropriate voice tone and pitch, uses cle and appropri language, ec) Encourages language and communication, ving sl alk, parle ak, responding to and expanding on ches vocations nd spss Ly _ Responsive to children (watches and anticipates children’s needs, reads child’s non-verbal cues, responds to chil’s need apropiately ee) 223. Vetalizes intentions ad wats for child esponse befor picking pei or performing caregiving andes group an individ interactions effectively Promotes cles development and ering (ss question and provides inarmaion to expand children's knowledge and understanding of eoncep, extends cil’ intrest with atonal props or ses of materials ef) 43+ Hades chalenging situation and chien wih patience understanding and respec and ees efcive stgis fer eling wih bam -H{_ Usesefectve technics guide cides bebavor (ass and moves to prevent cons, pronses proscar, acknowledges elings nd ination, land Consent nuke ss Felrecion snd prevention ec) AL Recognizes and accepts children's fll range of emotions 3 Encouagscilen's problem solving (amin ile ia entfying problem situation and ncourges cles appropri salutons, te) a Interac wth ChidrenSeres © 08a) Comment on ass of sant srengh and tes neding improvement 5. Performance of Activities Since te student has not performed the formal activities yet, score the student on the how well sfue has performed on informal activities or duties you have assigned sa far in this practicum. Rating Seale for each behavior: += Particular Strength += Competent “=Developing = Unsatisfactory = Not Sure or Not Observed N/A =Not Applicable for this Setting =} Activity plans are completed and submitted on time SHE Activities are carried out effectively, with planning, organization and appropriate contro! Ex Bases activities and responses to understanding of children gained through observation EF Uses techniques which are appropriate to the developmental level ofthe children HL Follows children’s interests and reactions during activities, is flexible in adjusting the activity EE Uses effective voice and actions (good eye contact use of gestures and expressions to emphasize words, varied voice tone and pitch, et.) LE} Effectively reinforces childeen's earning during the activity $A Shows ability to reflect and analyze own performance for future improvement 4. — Submits required paperwork in a timely manner @ ames Overall Score: eA Dal ‘Comment on areas of student strength and areas needing improvement:6. Working with Adults Rating Seale for each behavior: ++= Particular Strength += Competent jeveloping = = Unsatisfactory = Not Sure or Not Observed N/A =Not Applicable for this Setting + Engages in meaningful and respectful interactions with cooperating teacher and other sal =t_ Keeps cooperating teacher informed about own activites, schedule, and participation AY” Shows cooperation in taking responsibility as needed, discussing roles, room areas, oF tasks to perform, cach day Engages in thoughtful discussion about children, planned activites, tasks, and strategies ‘Accepts constructive criticism, and is ble to articulate reasons behind actions Greets parents and engages them in appropriate conversation ‘Working with Adults Seore: Oa aT (Comment on areas of student strength and areas needing improvement Total Score:_ 20. Please be sure to include a score for each section; and the total score as well. Give a copy ofthe evaluation with the student along with your verbal feedback